Vitenskapelige publikasjoner (HF-IGIS)https://hdl.handle.net/11250/185512
Sun, 07 Jun 2020 06:09:04 GMT2020-06-07T06:09:04ZAcute Effect of Quadriceps Myofascial Tissue Rolling Using A Mechanical Self-Myofascial Release Roller-Massager on Performance and Recovery in Young Elite Speed Skatershttps://hdl.handle.net/11250/2654583
Acute Effect of Quadriceps Myofascial Tissue Rolling Using A Mechanical Self-Myofascial Release Roller-Massager on Performance and Recovery in Young Elite Speed Skaters
Shalfawi, Shaher A. I.; Enoksen, Eystein; Myklebust, Håvard
Objectives: The main purpose of the present study was to investigate the acute effects of myofascial tissue rolling on endurance performance and recovery using a novel designed mechanical self-induced multi-bar roller-massager. Methods: a randomized crossover, repeated measure design was used. Eight national levelled, junior and neo-senior, speed skaters underwent a 10 min myofascial quadriceps rolling pre- and fifteen minutes post- a stepwise incremental cycling-test to exhaustion followed by a Wingate performance-test. The myofascial quadriceps rolling was used in one out of two laboratory testing-days. Time to exhaustion, peak oxygen uptake (VO2peak), blood lactate concentration during 30 min of recovery, and peak- and mean- power during the consecutive Wingate test were recorded. Results: Myofascial quadriceps rolling using roller-massager resulted in higher blood lactate concentration at exhaustion and a larger blood lactate clearance after 10 min to post exhaustion test (both p < 0.05), a tendency for a positive effect on Wingate peak-power (p = 0.084; d = 0.71), whereas no marked differences were observed on VO2peak, time to exhaustion and Wingate mean-power. Conclusion: Despite indications for potential benefits of the quadriceps myofascial tissue release using the mechanical self-induced multi-bar roller-massager on blood lactate concentration and Wingate peak-power, the myofascial tissue release gave no marked performance improvements nor indications of negative effects. Future studies could examine the long-term effects of myofascial tissue release on performance and recovery. Furthermore, integrating a measure of the participants’ subjective experience pre- and post the myofascial tissue release would be of great interest.
Sun, 01 Dec 2019 00:00:00 GMThttps://hdl.handle.net/11250/26545832019-12-01T00:00:00ZAlexander L. Kielland- ulykken 1980 Fortielsen og forbitrelsenhttps://hdl.handle.net/11250/2647839
Alexander L. Kielland- ulykken 1980 Fortielsen og forbitrelsen
Weihe, Hans-Jørgen Wallin; Smith-Solbakken, Marie
Kielland-ulykken i Nordsjøen var den første av de tre store ulykkene som rammet internasjonal oljevirksomhet på 1980-tallet. Det døde 123 mann i ulykken. Etter ulykken ble det nedsatt en offentlig undersøkelseskommisjon som undersøkte årsaken og kom med forslag til tiltak for å bedre sikkerheten og tekniske standarder. Kommisjonen konkluderte med at ulykken skyldtes en dårlig sveis gjort av det franske verftet som hadde bygget plattformen. Kommisjonsarbeidet ble utført med liten involvering fra de som var berørt av ulykken, og arkivene fra granskingskommisjonen ble lukket for innsyn. Den lukkede prosessen og granskingskommisjonens fokus på én årsak til ulykken undertrykket en demokratisk diskusjon av ulykkens årsaker. Blant de berørte ble det opplevd at man sto overfor et maktapparat som dekket over og ikke ville ha frem ulykkens sammensatthet.; The Kielland disaster in the North- Sea was the first of three large disasters in the international oil production in the 1980s. One hundred twenty-three men died in this disaster. After the disaster, a Public Inquiry Commission investigated the disaster as well as gave advice for improvement in security and technical standards. The commission concluded that a faulty welding at the French shipyard that built the platform caused the disaster. The inquiry was with limited involvement of those influenced by the disaster. Thus, a democratic discussion of the disaster suppressed and those affected by the disaster experienced that those in power covered-up and did not want to expose the multi-factors of the disaster.
Fri, 01 Mar 2019 00:00:00 GMThttps://hdl.handle.net/11250/26478392019-03-01T00:00:00ZChildren as eco-citizens?https://hdl.handle.net/11250/2647228
Children as eco-citizens?
Heggen, Marianne Presthus; Sageidet, Barbara Maria; Goga, Nina; Grindheim, Liv Torunn; Bergan, Veronica; Krempig, Inger Wallem; Utsi, Tove Aagnes; Lynngård, Anne Myklebust
Education for sustainability in early childhood tends to focus on practices and advocacy, rather than on the aims of this education. We suggest that the aim should be to consider children as being and becoming eco-citizens. This suggestion is built on an exploration of children as eco-citizens. With theories concerning child-sized citizenship we suggest a description of children and adults as being and becoming eco-citizen. We explore this through the fields of nature connection and science and children’s curiosity. We find that environmentally friendly practices as gardening and harvesting wild food show how children’s eco-citizenship is realizable. We support this additionally by references to how children’s literature, seeing how children depicted as eco-citizens can support the notion of children as eco-citizens. Through these analyses, we conclude that children should be viewed as being and becoming eco-citizens.
Tue, 01 Jan 2019 00:00:00 GMThttps://hdl.handle.net/11250/26472282019-01-01T00:00:00ZOrganiserte fellesskapsorienterte aktiviteter i skolen. Et religionsdidaktisk perspektiv på ritualer og ritualiseringhttps://hdl.handle.net/11250/2647120
Organiserte fellesskapsorienterte aktiviteter i skolen. Et religionsdidaktisk perspektiv på ritualer og ritualisering
Skeie, Geir
Artikkelen presenterer eksempler på ritualiserende aktiviteter i skolen: skolegudstjenester; samling på skolen i anledning kritisk hendelse; høytidssamling på skolen og feiring av skolesamfunnet selv. Disse drøftes i lys av ulike perspektiver på religion og ritualisering.
Tue, 01 Jan 2019 00:00:00 GMThttps://hdl.handle.net/11250/26471202019-01-01T00:00:00ZParental experiences with behavioural problems in Smith–Magenis syndrome: The need for syndrome-specific competencehttps://hdl.handle.net/11250/2646879
Parental experiences with behavioural problems in Smith–Magenis syndrome: The need for syndrome-specific competence
Nag, Heidi Elisabeth; Hoxmark, Lise Beate; Nærland, Terje
The experience of having a rare disorder was summarised in a large study as ‘falling outside the vast field of knowledge of the professionals’. Parents (31 mothers and 17 fathers) of 32 persons with Smith–Magenis syndrome (SMS) participated in this study. A phenomenological approach was used to analyse the data into topics and themes. Four themes emerged: behavioural challenges displayed, parents’ strategies for meeting the challenging behaviours, parents’ experiences of their own competence and parents’ experiences of professionals’ competence and understanding regarding children with SMS and their behaviour challenges. We found that parents of children with SMS experience that they are exposed to severe challenging behaviours from their child. The parents believe that they experience more misunderstandings with professionals and that the challenging behaviours increase because there are some specific characteristics of SMS that professionals are not aware of or do not consider in their support services.
Mon, 01 Apr 2019 00:00:00 GMThttps://hdl.handle.net/11250/26468792019-04-01T00:00:00ZPossibilities and limitations of religion-related dialog in schools: Conclusion and discussion of findings from the ReDi projecthttps://hdl.handle.net/11250/2646783
Possibilities and limitations of religion-related dialog in schools: Conclusion and discussion of findings from the ReDi project
Vikdahl, Linda; Skeie, Geir
This article links together the findings of the case studies reported in this special issue and reflects upon the possibilities and limitations of religion-related dialog in school education at a more systematic level. It also discusses the findings of the case studies in relation to other research and suggests some ideas for further investigation.
Fri, 01 Mar 2019 00:00:00 GMThttps://hdl.handle.net/11250/26467832019-03-01T00:00:00ZHvordan har didaktiske dilemma i undervisningsplanlegging konsekvenser for literacy-praksis? – et eksempel fra et geografiemne i ungdomsskolens samfunnsfaghttps://hdl.handle.net/11250/2638502
Hvordan har didaktiske dilemma i undervisningsplanlegging konsekvenser for literacy-praksis? – et eksempel fra et geografiemne i ungdomsskolens samfunnsfag
Staurseth, Hanne Egenæs
When new ideas or curriculum find their way into schools, it is the teachers’ job to transform them into teachable units. Transformations demand ongoing choices in dilemmas between structure and improvisation. This study examines one lower secondary school teacher’s planning and enactment of a unit in geography through participant observation and interview. It analyses tensions between structure and improvisation in his planning documents, enacted learning activities and retrospect explanations. Three main dilemmas are uncovered: The teacher has to balance between the school’s strict timeframes and his own aim of teaching for deep learning, between ambitious backward designed goals and the need to adjust in the enactment, and between giving his students scaffolds and opportunities to explore. He solves these dilemmas by cutting science content and integrating first language lessons into the unit, by creating a flexible progression plan structured by subgoals, and by scaffolding the students’ knowledge acquisition while letting them improvise in tasks. This article discusses what kind of literacy-practice these solutions create, and asks whether the following would help the students both see the core of social studies and navigate the subjects: explicitly discussing the division of labour between the subjects, framing the unit with a big idea, and refocus the scaffolds from knowledge acquisition to knowledge application.
Tue, 01 Jan 2019 00:00:00 GMThttps://hdl.handle.net/11250/26385022019-01-01T00:00:00ZWithout a Word: Bonding with Northern Nature in Lene Ask’s "Du"https://hdl.handle.net/11250/2635389
Without a Word: Bonding with Northern Nature in Lene Ask’s "Du"
Christensen, Sofija
Lene Ask’s wordless picturebook Du (2016) renders the story of a day in the life of a little girl who has recently moved with her mother and baby sibling into a wooden house in the middle of a birch forest. The forest is part of a wintery landscape in the Northern Hemisphere with leafless trees and subdued light filling several spreads. Using non-verbal means of communication, primarily a combined technique of watercolors and pencil sketching, Du (You) brings the reader close to the experience of displacement and wordlessness of the protagonist. The scarce verbal text, shifts of perspective, and mirroring and bleeding of images over the limits of the pages all contribute to the complexity of the narrative. This engages the reader to relate to, or even identify with, the girl’s mental processes. The principal aim of this chapter is to discuss Ask’s interpretation of the topos of biophilia, as well as the book’s possible pedagogical aspects. This will be done by examining the role of nature in the protagonist’s environmental adaptation and the ways in which non-verbal communication becomes a central element in the book’s subject matter and form. Keywords: non-verbal communication, visual narratives, biophilia, wordless picturebooks, multicultural literature
Tue, 01 Jan 2019 00:00:00 GMThttps://hdl.handle.net/11250/26353892019-01-01T00:00:00Z‛It’s not because we don’t believe in it…’: Headteachers` perceptions of implementing physically active lessons in schoolhttps://hdl.handle.net/11250/2634430
‛It’s not because we don’t believe in it…’: Headteachers` perceptions of implementing physically active lessons in school
Skage, Ingrid; Dyrstad, Sindre Mikal
Introduction
Implementation of school-based physical activity (PA) programmes has proven to be difficult, particularly due to schools’ focus on academic performance and lack of organisational support for PA interventions. However, physically active lessons (PA integrated into academic lessons) holds promise as a teaching method that increases children’s PA levels without reducing academic time. Headteachers play a significant role in facilitating change in school, but little is known about headteachers’ attitudes towards physically active lessons and their benefits. The purpose of this study was to explore headteachers’ perceptions of physically active lessons, and identify factors affecting headteachers’ acceptance or rejection of physically active lessons implementation.
Method
A total of 29 semi-structured telephone interviews were conducted with headteachers in primary and secondary schools in the city of Stavanger, Norway. Adopting a phenomenological approach, qualitative data were analysed using inductive content analysis.
Results
Although most of the headteachers believed that physically active lessons could contribute positively to pupils’ health and learning, only four of 29 schools decided to proceed with implementation. Physically active lessons were more likely to be adopted when the intervention addressed a clearly defined priority area at the school. Change overload and lack of in-depth knowledge of physically active lessons’ function and intent appeared to be the most important factors for choosing not to implement physically active lessons.
Conclusion
One of the major challenges for headteachers was deciding which of the many proposed changes the school should prioritise. If physically active lessons was to be prioritised by headteachers it is very important to communicate thoroughly to the headteachers what the schools can achieve by implementing physically active lessons and how the innovation aligns with school policies and goals. Given the flexibility inherent in physically active lessons and the schools’ differing needs and priorities, it was important to emphasise to headteachers that physically active lessons could be adapted to different local school contexts.
Sun, 01 Dec 2019 00:00:00 GMThttps://hdl.handle.net/11250/26344302019-12-01T00:00:00ZAcute Effect of Quadriceps Myofascial Tissue Rolling Using A Mechanical Self-Myofascial Release Roller-Massager on Performance and Recovery in Young Elite Speed Skatershttps://hdl.handle.net/11250/2632593
Acute Effect of Quadriceps Myofascial Tissue Rolling Using A Mechanical Self-Myofascial Release Roller-Massager on Performance and Recovery in Young Elite Speed Skaters
Shalfawi, Shaher A. I.; Enoksen, Eystein; Myklebust, Håvard
Objectives: The main purpose of the present study was to investigate the acute effects of myofascial tissue rolling on endurance performance and recovery using a novel designed mechanical self-induced multi-bar roller-massager. Methods: a randomized crossover, repeated measure design was used. Eight national levelled, junior and neo-senior, speed skaters underwent a 10 min myofascial quadriceps rolling pre- and fifteen minutes post- a stepwise incremental cycling-test to exhaustion followed by a Wingate performance-test. The myofascial quadriceps rolling was used in one out of two laboratory testing-days. Time to exhaustion, peak oxygen uptake (VO2peak), blood lactate concentration during 30 min of recovery, and peak- and mean- power during the consecutive Wingate test were recorded. Results: Myofascial quadriceps rolling using roller-massager resulted in higher blood lactate concentration at exhaustion and a larger blood lactate clearance after 10 min to post exhaustion test (both p < 0.05), a tendency for a positive effect on Wingate peak-power (p = 0.084; d = 0.71), whereas no marked differences were observed on VO2peak, time to exhaustion and Wingate mean-power. Conclusion: Despite indications for potential benefits of the quadriceps myofascial tissue release using the mechanical self-induced multi-bar roller-massager on blood lactate concentration and Wingate peak-power, the myofascial tissue release gave no marked performance improvements nor indications of negative effects. Future studies could examine the long-term effects of myofascial tissue release on performance and recovery. Furthermore, integrating a measure of the participants’ subjective experience pre- and post the myofascial tissue release would be of great interest.
Sun, 01 Dec 2019 00:00:00 GMThttps://hdl.handle.net/11250/26325932019-12-01T00:00:00Z